Wayne Leftwich, community planner with the City of Greenville, discusses the city’s neighborhoods during a tour of A.J. Whittenburg Elementary School.

On April 23-24, 2013 in Greenville, South Carolina, NADO hosted a Southeast Region Peer Exchange for HUD Sustainable Communities Regional Planning and Community Challenge Grantees working in rural or small metropolitan regions to develop plans and partnerships to bolster their communities’ economic competitiveness by engaging place-based strategies.

Through a cooperative agreement with the U.S. Department of Housing and Urban Development, the NADO Research Foundation is one of eight teams providing capacity building and technical assistance to HUD and EPA sustainable communities award recipients.  The capacity building teams are forming networks among the grantees to exchange ideas on successful strategies, lessons learned, and emerging tools for community and economic development.

Below are links to the peer exchange materials, including presentations, worksheets, and grantee background information.  If you have any questions about this peer exchange, these materials, or NADO’s work as a capacity building team, please contact Brett Schwartz.

Workshop Materials / Grantee Information 

Growing Economic Competitiveness with Place-Based Strategies
Mary Douglas Hirsch, Downtown Development Manager, City of Greenville, SC

5×5 Presentations:  Sharing What’s Working
Participant presentations

Building Local Leaders and Experts for Long-term Community Change
Linda Giltz, Senior Planner, Land-of-Sky Regional Council

Prospering as an Entrepreneurial Community
Don Macke, Director, Center for Rural Entrepreneurship

Collaborating with New Partners to Implement Community and Economic Development Plans
Participant discussion

In this session, attendees had five minutes and five Powerpoint slides to describe key succeess with their project in this fast-paced series of short presentations.

Click here to download the Powerpoint presentations (PDF)

Biddeford’s youth, including Victoria Eon pictured here at the city’s mills, have been an instrumental part of the city’s community development planning efforts. (Photo credit: Victoria Eon)

Biddeford, Maine’s 2011 Downtown Master Plan includes the words “youth” or “students” 157 times over its 217 pages.  This was not an accident, but rather a demonstration of this New England mill town’s strong commitment to including young people and students in its visioning and community development efforts.  Students were a driving force in the master plan development process, launched through a partnership of the City of Biddeford, its main street organization Heart of Biddeford, and the Orton Family Foundation, an organization that works with small towns and cities to support local community planning.  The result of this initiative has not only been the publication of the Downtown Master Plan, but also the blossoming of strong community relationships, an appreciation of the city’s shared history and values, and a boost to local economic development.

Biddeford, a city of 20,000 residents located 20 miles south of Portland on the Saco River, has a rich and vibrant history as a textile mill manufacturing center.  At the turn of the twentieth century, it had become one of Maine’s largest cities and was home to a diverse population of residents, including French Canadians, Germans, Dutch, Albanians, and Greeks, many of whom were drawn to Biddeford in search of jobs in the mills.  Decades of prosperity began to come to an end in the years following World War II when many manufacturers sought cheaper labor and supplies in the Southern states.  Population began to decrease and Biddeford’s downtown area, formerly a thriving gathering space for the community, began a steady decline as malls and shopping centers sprung up in the outer suburbs.  The downtown area also suffered a major blow with the installation of a trash incinerator nearby, firmly establishing it as a “no go” area for many residents.

For years it looked as if Biddeford would go the way of many former industrial towns into a state of permanent decline until the 1980s, when efforts were made to fund downtown infrastructure and streetscape improvements.  During this time, the Downtown Development Commission (DDC) was also established to support downtown revitalization and community development efforts.  In 2008 in conjunction with the Orton Family Foundation, the city began what was known as the Heartworks planning process, which included community storytelling, neighborhood meetings, and the development and publication of the Downtown Master Plan.  In all three of these stages, Biddeford’s youth played an important role.  “Youth are a crucial group to engage,” says the Orton Family Foundation’s Ariana McBride.  “They bring a unique perspective to the table.”  Local high school students were active participants in community meetings, interviewed relatives and community members about their lives and recollections of Biddeford, and organized historical and cultural tours of the city’s mills.

Biddeford’s mills, which for so many years provided jobs, security, and a sense of identity, are once again a focal point in this new chapter of Biddeford’s story. (Photo credit: Maine: An Encyclopedia, maineanencyclopedia.com)

The visioning and storytelling process has instilled a new sense of pride in local residents, particularly among Biddeford’s youth who for years saw no hope in the future of their town. “I’m ashamed to admit it now, but for many years I didn’t like my hometown,” says Tom Laverriere, a senior at Biddeford High School.  “Up until I was about 15 I thought it was boring, had no real opportunities, and was inferior to neighboring communities.  It wasn’t until I got involved that I realized how great it is.”

“I have seen changes in the way the teenagers look at themselves and their town,” observes Carolyn Gosselin, a Biddeford High School English teacher.  Gosselin’s Senior English Perspectives in Literature course teaches students about the oral storytelling tradition by having them interview family members and local residents about their lives and experiences in Biddeford.

Victoria Eon, a freshman at McGill University and graduate of Biddeford High, notes how the storytelling process and student-led tours of the mills have created a new connection to her town and fellow students.  “Engaging in these conversations has brought me closer to my peers.  I’m excited that they are excited, and proud that they – at long last – feel proud of their humble roots without being asked why.”

The mills, which for so many years provided jobs, security, and a sense of identity, are once again a focal point in this new chapter in Biddeford’s story.  “These buildings of brick are my history,” says Victoria.  The progress being made in Biddeford “speaks to the resilience of the people these buildings inspire,” she says.  It is the resilience of this town – both in its built history and social fabric – that is moving Biddeford forward, led by young people who want to see a stronger future for their community.

Click the links below to learn more about student involvement in Biddeford, lessons learned from the experience, and student interviews:

This case study is part of NADO’s “Youth with a Voice” case studies series, which highlights small towns and rural communities that are effectively engaging young people in planning and community development projects.  By recognizing and valuing the tremendous energy and optimism students bring to local development efforts, these communities are building stronger and more lasting bonds between young people and their hometowns.  For more information, contact Brett Schwartz at bschwartz@nado.org.

  _____________________________

The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Government.

Biddeford’s youth, including Victoria Eon pictured here at the city’s mills, have been an instrumental part of the city’s community development planning efforts. (Photo credit: Victoria Eon)

Biddeford, Maine’s 2011 Downtown Master Plan includes the words “youth” or “students” 157 times over its 217 pages.  This was not an accident, but rather a demonstration of this New England mill town’s strong commitment to including young people and students in its visioning and community development efforts.  Students were a driving force in the master plan development process, launched through a partnership of the City of Biddeford, its main street organization Heart of Biddeford, and the Orton Family Foundation, an organization that works with small towns and cities to support local community planning.  The result of this initiative has not only been the publication of the Downtown Master Plan, but also the blossoming of strong community relationships, an appreciation of the city’s shared history and values, and a boost to local economic development.

Biddeford, a city of 20,000 residents located 20 miles south of Portland on the Saco River, has a rich and vibrant history as a textile mill manufacturing center.  At the turn of the twentieth century, it had become one of Maine’s largest cities and was home to a diverse population of residents, including French Canadians, Germans, Dutch, Albanians, and Greeks, many of whom were drawn to Biddeford in search of jobs in the mills.  Decades of prosperity began to come to an end in the years following World War II when many manufacturers sought cheaper labor and supplies in the Southern states.  Population began to decrease and Biddeford’s downtown area, formerly a thriving gathering space for the community, began a steady decline as malls and shopping centers sprung up in the outer suburbs.  The downtown area also suffered a major blow with the installation of a trash incinerator nearby, firmly establishing it as a “no go” area for many residents.

For years it looked as if Biddeford would go the way of many former industrial towns into a state of permanent decline until the 1980s, when efforts were made to fund downtown infrastructure and streetscape improvements.  During this time, the Downtown Development Commission (DDC) was also established to support downtown revitalization and community development efforts.  In 2008 in conjunction with the Orton Family Foundation, the city began what was known as the Heartworks planning process, which included community storytelling, neighborhood meetings, and the development and publication of the Downtown Master Plan.  In all three of these stages, Biddeford’s youth played an important role.  “Youth are a crucial group to engage,” says the Orton Family Foundation’s Ariana McBride.  “They bring a unique perspective to the table.”  Local high school students were active participants in community meetings, interviewed relatives and community members about their lives and recollections of Biddeford, and organized historical and cultural tours of the city’s mills.

Biddeford’s mills, which for so many years provided jobs, security, and a sense of identity, are once again a focal point in this new chapter of Biddeford’s story. (Photo credit: Maine: An Encyclopedia, maineanencyclopedia.com)

The visioning and storytelling process has instilled a new sense of pride in local residents, particularly among Biddeford’s youth who for years saw no hope in the future of their town. “I’m ashamed to admit it now, but for many years I didn’t like my hometown,” says Tom Laverriere, a senior at Biddeford High School.  “Up until I was about 15 I thought it was boring, had no real opportunities, and was inferior to neighboring communities.  It wasn’t until I got involved that I realized how great it is.”

“I have seen changes in the way the teenagers look at themselves and their town,” observes Carolyn Gosselin, a Biddeford High School English teacher.  Gosselin’s Senior English Perspectives in Literature course teaches students about the oral storytelling tradition by having them interview family members and local residents about their lives and experiences in Biddeford.

Victoria Eon, a freshman at McGill University and graduate of Biddeford High, notes how the storytelling process and student-led tours of the mills have created a new connection to her town and fellow students.  “Engaging in these conversations has brought me closer to my peers.  I’m excited that they are excited, and proud that they – at long last – feel proud of their humble roots without being asked why.”

The mills, which for so many years provided jobs, security, and a sense of identity, are once again a focal point in this new chapter in Biddeford’s story.  “These buildings of brick are my history,” says Victoria.  The progress being made in Biddeford “speaks to the resilience of the people these buildings inspire,” she says.  It is the resilience of this town – both in its built history and social fabric – that is moving Biddeford forward, led by young people who want to see a stronger future for their community.

Click the links below to learn more about student involvement in Biddeford, lessons learned from the experience, and student interviews:

This case study is part of NADO’s “Youth with a Voice” case studies series, which highlights small towns and rural communities that are effectively engaging young people in planning and community development projects.  By recognizing and valuing the tremendous energy and optimism students bring to local development efforts, these communities are building stronger and more lasting bonds between young people and their hometowns.  For more information, contact Brett Schwartz at bschwartz@nado.org.

  _____________________________

The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Government.

In 2008, the City of Biddeford entered into a partnership with the Orton Family Foundation to create a Downtown Master Plan. (Photo credit: Maine: An Encyclopedia, maineanencyclopedia.com)

An Inclusive-Planning Process 

In 2008, the City of Biddeford began a new chapter in its vibrant history when it entered into a partnership with the Orton Family Foundation to develop a Downtown Master Plan.  The Orton Family Foundation is an organization that works with residents of small cities and towns to identify local assets, values, and priorities in an effort to support community-led planning.  After applying for and receiving a grant from Orton for $125,000 ($116,700 in-kind), the community kicked off what was known as the “Heartworks” process.  A three-year initiative, Heartworks encompassed three main phases:  community storytelling, neighborhood meetings, and the development of the downtown Master Plan.  Heartworks strove to engage a diverse and broad set of voices from the community to ensure an accurate and inclusive planning process.

“We really focused on hearing from voices that aren’t usually heard,” says Rachael Weyand, former executive director of Heart of Biddeford, the city’s main street organization.  “We spent a lot of time identifying populations that should be at the table.”  Biddeford’s youth were one of those sought-after voices and eventually became one of the most active and contributing groups during all stages of the process.

Place-Based Education and Storytelling

Early in the community visioning process, Weyand and Heart of Biddeford’s Youth Coordinator Holli Andrews looked for a teacher in the local high school who they could work with to engage students in the larger community.  In English teacher Carolyn Gosselin they found a partner who was enthusiastic, committed to the process, and well-liked and respected by the students at Biddeford High School School.  Gosselin’s “Senior English Perspectives in Literature” course was a natural fit to link classroom instruction with community-based learning, as one of the course units focuses on community and the oral storytelling tradition.

The collaboration between Gosselin and Andrews led to their development of the “LearnLocal Place-Based Education Curriculum,” which aims to see “students learn about real issues while simultaneously creating a voice for local youth in municipal decision-making.”  The curriculum comprises four phases:  finding a local issue, gathering stories, identifying values, and organizing results through student-led discussions.  (Click here to learn more about this curriculum and to download lesson plans and other resources).

In preparation for their upcoming storytelling and community projects, classes were held for students to share ideas about what they did and didn’t like about Biddeford and to express ways they thought the city could become a better place to live.  These sessions were an important kickoff to the larger student work in the community.  “Kids get so excited to have someone ask them how they feel about their town,” says Andrews.

Students interviewed family, friends, and neighbors to create videos which they edited and shared with classmates (Photo credit: Orton Family Foundation)

Carolyn Gosselin agrees:  “It comes down to empowerment.  It is important that students be asked to participate.”  Part of that empowerment occurred by actively showing the students that their voices were truly being heard and incorporated into the planning process.  Comments and opinions were always written down on paper, typed up, or posted on the walls to show students that their thoughts were part of the larger community conversation.  Creating “word clouds” was a popular and fun way to capture larger themes that developed during the conversations.

An important part of the place-based education curriculum developed by Gosselin and Andrews is the learning that takes place outside of the classroom, through gathering stories, touring the community, and participating in community meetings and events.  Armed with flip cameras, students interviewed family, friends, and neighbors to document Biddeford’s history, people, and values.  Holli Andrews notes that through conducting the interviews, many students “became envious” of their parents’ and grandparents’ experiences growing up in a vibrant Biddeford.  Through the interviews, they really became “dreamy about what it could be like” to live in a town that was alive and thriving, she said.  (Click here to watch some of the student-produced interview videos).

Field trips were arranged for the students to visit the downtown area and the mill complexes, mapping their travels and adventures using GPS.  For many students, this was their first time venturing into the downtown area, a place that many had been told to stay away from while growing up.  These trips ignited new student interest in downtown, as many were attracted by the history, architecture, and possibility of reviving the area into a place they would want to visit more often.

Students were an integral part of community conversations about the future of Biddeford. (Photo credit: Heart of Biddeford)

Students were active participants in the numerous neighborhood meetings organized during the Heartworks process.  These public meetings were designed to discuss issues of importance for improving the downtown area.  Students had a strong presence at these gatherings, which attracted over 300 people in the spring and summer of 2010. By working side by side with adults in the community, students also learned valuable skills about public speaking, working as a team, and advocating for themselves.  ”Engage youth in the downtown” became one of the seven key issues that were eventually identified through these meetings – another primary reason youth are such an important part of the final downtown master plan.

“Working in the community gives you opportunities to connect with people on a deep level that you wouldn’t otherwise meet,” says Biddeford High School senior Tom Laverriere.  “After establishing some connections, my motivation to stay involved is knowing that I can make a difference.”   After becoming active in Biddeford’s community planning, Tom says that “in my opinion, every community is worth the effort.  If you keep trying, people can’t ignore you.”

Bringing the Mills Back to Life

Students in Biddeford have not just been learning about the town’s history, they have been actively engaged in bringing some of that history back to life.  In fall 2011, the Biddeford High School drama program and National Honor Society partnered with the Biddeford Mills Museum to organize “ghost tours” of the Pepperell Mill Company buildings.  Local high school student Victoria Eon was a driving force in creating these tours, which developed from a smaller tour she led in the summer 2011 for the museum’s Summer Showcase.  Her connection to Biddeford and the mills runs deep.  “In 1960, my grandparents emigrated from Canada in pursuit of a better life, a better future for their children and grandchildren,” she says.  “They sought work at the Biddeford mills as laborers.”

Victoria Eon, performing as Catherine Cotton, during one of the historical tours of the mills. (Photo courtesy Victoria Eon)

Victoria and other students worked with teacher Carolyn Gosselin to research events that occurred at the mills and incorporated them into stories that would be performed during the tour.  “As advocates for the museum, Carolyn and I ensured that the stories were strictly based in historical events, for historical accuracy is paramount in preserving the museum’s integrity,” says Victoria.    The stories gathered and eventually performed by student actors during the tour of the mill complex included the tragic lives of local women Catherine Cotton and Mary Bean, a Native American curse placed on the nearby Saco River, and the Spanish flu epidemic that devastated the city’s Albanian Muslim community.  Almost 300 residents toured the mills during these ghost tours, led by 40 high school students.

Other tours have been organized, focusing on different periods and themes in Biddeford’s history, such as the impact of the Great Depression on the mills, the manufacturing of the Vellux blanket, and lives of mill girls.  The tours continue to be a success and are a part of the city’s larger effort to attract visitors through heritage tourism.  “No matter what the occasion, events like these get people excited by their community and its history.  It gives them something to be proud of.  It’s really great to see,” says Tom Laverriere.

‘This is Where I Grew Up, and It’s Awesome’

Though Biddeford continues to face economic challenges resulting from years of decline and the effects of the current economic downturn, things are looking up for Biddeford’s residents, both in terms of community pride and opportunities for economic progress.  “On a greater scale, my hometown’s views of itself have changed,” observes Victoria Eon, now a freshman at McGill University.  “It is not a dead-end at the end of the Industrial Revolution.  It is not a sleepy Maine town to escape from when college-time rolls around.  There is promise for development.  My neighbors feel grounded, rooted by their shared history.”

Delilah Poupore, Heart of Biddeford’s current executive director, agrees.  “One of the reasons Biddeford is leaping off is because we now have a stronger foundation and have pride in our history and roots,” she says.  She points to the new businesses and retail that have opened downtown and in the renovated North Dam Mill complex, currently home to around 70 commercial tenants and 81 residential apartments.  ”We really love the mixed-use aspect” of the project, says Chuck Morgan, Director of Economic and Community Development at Southern Maine Regional Planning Commission (SMRPC).  ”It is creating jobs, generating a tax base, and providing customers for downtown businesses,” he says.  SMRPC worked closely with Doug Sanford of the North Dam LLC to provide funding for assessment and remediation, utilizing EPA Brownfields Assessments grants and Revolving Loan Fund (RLF) loans.

The community-based learning and participation in the master planning process has been a transformative experience for many students. (Photo credit: Orton Family Foundation)

Perhaps some of the biggest changes in Biddeford are the intangible ones, felt in the hearts of residents, particularly the youth.  “Before there was so much low morale,” says Poupore. “The storytelling did so much to rekindle pride.”  The community-based learning and participation in the master planning process has been a transformative experience for many students who have a new appreciation for Biddeford and its history.  No longer is Biddeford a place that young people are embarrassed to call home.  Holli Andrews notes that the student conversation has shifted from “I can’t wait to leave” to “I can’t wait to come back after college and see what’s new and different.”

Tom Laverriere is one of those students deeply impacted by his active participation in the community.  “[Biddeford’s] becoming a better place to live all the time…I want to check in regularly, even stay involved if I can,” he says.  “Getting involved in the community has given me an incredible sense of pride.  Part of the reason I want to visit is so I can look back and say, ‘I helped do this.  This is where I grew up, and it’s awesome.’  Because it is – and I helped make it that way.”

  _____________________________

The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Government.

Young people can bring energy and  enthusiasm to community discussions and projects. (Photo credit: Heart of Biddeford)

Engaging students in community development work is (much like teaching) more of an art form than a science.  Teens’ schedules, needs, interests, and motivations for participating in the public process are often different than adults.  Coordinators therefore should be flexible and accommodating when working with students on these projects.

The following are best practices and lessons learned that came out of Biddeford’s Heartworks community planning experience that educators, community leaders, and students may consider when pursuing their own local community development projects involving youth.

For Students

Find your passion and get involved.  “Find what impassions you, drives you forward, scares the living daylights out of you, and at the end of the day feels purely right,” recommends Victoria Eon, former Biddeford High School student.  While in high school, there are many opportunities to participate in clubs, activities, and service projects to become involved in the community and learn more about what interests you.  In Biddeford, the two high school clubs that were active in organizing the mill tours were the drama club and the National Honor Society (NHS).  “I was first introduced to these projects by the members of the National Honor Society when I was a junior,” says high school senior Tom Laverriere.  “They recruited me to help with one of their events at the mills, and then I was hooked.  Not only did getting involved in the community fulfill an NHS requirement, but I truly loved what I was doing.”

Create partnerships and build connections.  The student participation taking place in Biddeford does not exist in a vacuum.  Partnerships and connections have been established among students, the city, residents, local businesses, and the non-profit community.  A good example of this is the relationship between the NHS, drama club, and the Biddeford Mills Museum to organize and coordinate the mill tours.  “Networking is crucial.  Nothing’s ever going to change (certainly not for the better, anyway) if people don’t connect with each other and truly get a sense of what the community offers,” says Tom.         

Explore your family and community history.  Biddeford students learned during the storytelling projects, community meetings, and mill tours that their family members and other residents are a wealth of knowledge about the community’s past – sometimes all you have to do is ask!  Victoria Eon’s experience with organizing and performing in the mill tours helped her better connect to her own family’s history.  “My own grandmother, once silent about her 33 years manufacturing sheets and linens at ‘the Pepperell’ suddenly couldn’t stop talking about her experiences in the mill,” she said.

Have patience.  Community development projects take time, perhaps longer than you are in high school.  Having patience and celebrating small victories along the way is very important.  “Nothing is perfectly successful overnight,” says Tom.  ”It took years and a few seemingly failed attempts by various organizations before I noticed a positive change happening in Biddeford.”  Both Tom and Victoria look forward to visiting Biddeford both during and post-college to see what positive changes are happening in their hometown.

For Educators/Youth Coordinators/Community Leaders

Find a willing partner in the schools.  A major reason youth were so involved in these projects in Biddeford is because of the efforts of high school teacher Carolyn Gosselin to engage students through her class and to help organize outside activities.  Holli Andrews, former youth coordinator at Heart of Biddeford, says she was proactive in “looking for an enthusiastic high school teacher that the kids liked.”  Having a teacher who can get the students excited and passionate about these local issues can be critical for youth-driven projects.  “I attribute much of the success of community projects I’ve been tied to [ to Carolyn],” says Tom.     

Give students and teachers flexibility.  “The Orton Family Foundation and Heart of Biddeford were very supportive and understanding that I have a curriculum that must be delivered for the school,” says Carolyn.  “It is important to have a strong partnership between the classroom teacher and community organizers – if you don’t have that understanding, the project isn’t going to work.”  Providing for flexibility and allowing the projects to be student and teacher-driven is important to get buy-in and continue momentum for these initiatives.

Ask students to participate in the process.  Many young people do not participate in community projects because they have never been asked to contribute in a meaningful way.  Many have never been asked what they like about their community, or what they want to see changed, or how to make it a better place to live.  “Kids get excited to have someone ask them how they feel about their town,” says Holli Andrews.  You might be surprised at the energy, enthusiasm, and strong opinions young people have about where they live.  These are voices that must be part of the community planning process for it to be a truly inclusive effort.

Develop a local, place-based curriculum.  Linking the Heartworks planning process to a high school English course allowed students to gain an entirely new perspective on learning about their town’s history and themselves.  Carolyn and Holli developed a place-based curriculum that enables students to take ownership of an issue and learn more about it through conducting multimedia interviews and engaging in follow-up discussions with fellow classmates.     

Genuinely listen to youth voices and incorporate their ideas.  Engaging students in community conversations must be a genuine, sincere effort.  Students can tell when they are being listened to and when they are just hearing lip-service.  It is beneficial to “actively incorporate student ideas and show that they are valuable,” says former Heart of Biddeford executive director Rachael Weyand.  One of the best ways to do this is to have a visual way of showing what the students have contributed, such as through creating word clouds, writing on a flip chart, or making posters that can hang on the walls.  All of this sends the message to students that “I am being heard,” says Weyand.

  _____________________________

The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Government.

Tom Laverriere is a senior at Biddeford High School.  He is currently deciding which college to attend, and plans to study film and Spanish.  He became involved with local  projects in Biddeford through his school’s National Honor Society.  ”Getting involved in the community has given me an incredible sense of pride,” he says.

Click here to learn more about youth participation in Biddeford’s community development initiatives.

What activities are you involved with in Biddeford that promote community development?

Biddeford’s a mill town in the midst of a major downtown revitalization project, so most of my early community involvement started at the mills on Main Street.  I’ve volunteered at and planned several events for adults and children at the mills, most notably Biddeford High School National Honor Society’s famous historical/theatrical mill tours.  In these tours, guides bring attendees through the mills, stopping at various points to see theatrical skits depicting historically-accurate snapshots of mill life.  The tour routes and skits change with each event.  Our most popular tours are on Halloween night, when patrons get to see the most haunted spots of the mills and the skits show the (mostly) true stories of the spirits that occupy them.  No matter what the occasion, events like these get people excited by their community and its history.  It gives them something to be proud of.  It’s really fantastic to see.

What motivated you to become involved in these projects?

I was first introduced to these projects by the members of the National Honor Society (NHS) when I was a junior.  They recruited me to help with one of their events at the mills, and then I was hooked.  Not only did getting involved with the community fulfill an NHS requirement, but I truly loved what I was doing.  Working in the community gives you opportunities to connect with people on a deep level that you wouldn’t otherwise meet.  After establishing some connections, my motivation to stay involved is knowing that I can make a difference.  ”Community service” is so much more than picking up litter or mowing a public lawn–it is those things, but it can be more, and more exciting.  One of the most valuable lessons I’ve learned while in high school is the power of creating publicity, especially among the youth.  If you can find a way to get the city’s teenagers excited, you’ll be successful.  Luckily, there are many creative ways to do that.

How have your views of your hometown changed after working on these projects?

I’m ashamed to admit it now, but for many years I didn’t like my hometown.  Up until I was about 15 I thought it was boring, had no real opportunities, and was inferior to neighboring communities.  It wasn’t until I got involved in it that I realized how great it is. I’ve seen how my actions, and the actions of anyone else willing to put themselves out there and put in the work, matter.  We create our own communities; it’s a matter of making the choice to be happy where you are and make the most of it–and then make it even more than that.

What advice do you have for other students in other towns who want to get involved with improving their communities?

There are two things that I think are most important in order to have a positive impact on the community: communication and persistence.  Networking is crucial.  Nothing’s ever going to change (certainly not for the better, anyway) if people don’t connect with each other and truly get a sense of what the community offers.  Even if there’s not a lot available in terms of local businesses or organizations, there are people out there who have the talent and skills necessary to create them.  Next, nothing is perfectly successful overnight.  It took years and a few seemingly failed attempts by various organizations before I noticed a positive change happening in Biddeford.  I applaud those that believed in the community and stuck with it.  Now, in my opinion, every community is worth the effort.  If you keep trying, people can’t ignore you.  Eventually, they’ll start helping you.  Then things get exciting.

Do you have plans to return to Biddeford after college?

I don’t plan on living in Biddeford as an adult, but I’ll definitely come back to visit.  I wouldn’t have said that a few years ago, but after all the great developments that have unfolded right before my eyes I can’t imagine leaving and never coming back.  It’s becoming a better place to live all the time.  I’m afraid that if I were to wait several years before coming back I might not recognize it!  I want to check in regularly, even stay involved if I can.  Getting involved in the community has given me an incredible sense of pride.  Part of the reason I want to visit is so I can look back and say, “I helped do this.  This is where I grew up, and it’s awesome.”  Because it is–and I helped make it that way.

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The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Government.

“These buildings of brick are my history,” says Victoria Eon, a graduate of Biddeford High School. Victoria and other students organized historical and cultural mill tours for students and community members. (Photo courtesy Victoria Eon)

Victoria Eon is a freshman at McGill University, studying Life Sciences and Physiology.  She is a graduate of Biddeford High School, where she was instrumental in organizing tours of the mills for students and residents as well as participating in other cultural and historical activities throughout the community.

Click here to learn more about youth participation in Biddeford’s community development initiatives.

Can you explain your role in organizing tours of Biddeford’s mills and explain what motivated you to become involved in these projects?

How did this come to be? In May 2011, I delved into my family roots, connecting emotionally with ma patrie by performing in a one-act play for the Franco-American festival La Fête du Printemps (in Biddeford) and the Franco-American Society of the University of Maine at Orono’s annual meeting. At the performance at UMO, I met and planned with [Biddeford High School teacher] Carolyn [Gosselin] to take my passions further by pursuing historical research of the Biddeford Mills. In 1960, my grandparents emigrated from Canada in pursuit of a better life, a better future for their children and grandchildren. They sought work at the Biddeford Mills as laborers.

In the same month, the steering committee for the Biddeford Mills Museum (a preservation project started by the Pepperell Mill complex’s owner and visionary, Doug Sanford) decided that education and tours of the mill buildings held a key place in future development plans for the community.

And so accepting Carolyn’s invitation, over the summer, youth and adult volunteers worked on projects associated with mill history. The idea of the tours took shape. As a test-run, I decided that I would create a short simple tour for the museum’s Summer Showcase, held on August 26th.

During the summer, as the youth volunteers ventured into the mills to collect artifacts, take photos, and explore the past, the concept of “haunted tours” took shape. In fact, the August showcase made it clear that people definitely wanted to enter the deeper recesses of the mill.

Within the first two weeks of my senior year, I had established an independent study in historical storytelling with Carolyn. My best friend Ben Cote, another senior and President of the National Honor Society, soon joined me. The project naturally became the major fundraising event for National Honor Society and BHS drama program, with whom we collaborated.  From there, the “ghost tours” grew from the short tour I had developed over the summer.

After much deliberation, the museum became directly affiliated with the BHS drama program, as well as the BHS National Honor Society in building this event. What was originally conceptualized as a Main Street tour, including a few locations in the mill, became an event entirely within Doug’s domain – the Pepperell Mill Company buildings. As advocates for the Museum, Carolyn and I ensured that the stories were strictly based in historical events, for historical accuracy is paramount for preserving the museum’s integrity. After compiling original research and narrowing down the stories, I presented the tour topics to the NHS and the drama program.

Essentially, I researched and outlined the stories then let the storytellers jump on the topic that interested them the most. I had compiled set designs and thematic affects from a general writer/director standpoint. From there, my only advice was “Keep it historically accurate, but please, make it your own.” And by judging the outcome of the event, they certainly did.

Victoria, performing as Catherine Cotton, during one of the historical tours of the mills. (Photo courtesy Victoria Eon)

Our crew, however, was not limited to NHS and BHS drama performers. Students who had been inspired by Doug’s mill tours (for Carolyn’s senior English classes) were eager to jump on board – being a “creeper” dressed in black, banging around, assisting with guiding tours, or adding special effects. We had ghostly mill workers lingering in the old spaces, mill girls giggling and singing throughout, and shadowy obscured victims of ghastly epidemics. Original stories included: the Native American curse on the Saco River and related canal suicides, the heartbreak and demise of a mill girl Catherine Cotton (which I performed), the cautionary tale of Mary Bean (a Canadian immigrant from the Lowell Mills, murdered in Saco), the cotton storage fire of October 13, 1915, and the Spanish flu epidemic that wiped out Biddeford’s blossoming Albanian Muslim community.

Looking at our group in the lobby afterwards, the diversity among the event’s participants was astonishing. Our crew was truly a cross-section of the BHS population, infatuated with the mystery of the mill and incredulous to the actuality of the stories presented. In a meeting prior to, I heard many “Really? That happened in the mill! When?!” And I’d explain, “Yes, Mary Bean…” or “Yes, there was a…”

Forty high school students lead 274 patrons into the mills, filling the empty rooms with 21st-century buzz. Everyone walking out of North Dam Mill after attending a tour could not wipe the smiles off of their faces, raving about the buildings, the stories, and the overall experience. Everyone involved was moved beyond words. The overall reaction was overwhelmingly positive, and the dynamic has yet to stop.

I spearheaded three more tours – which touched upon Depression-era labor shortages, the creation of the Vellux blanket, a detailed description of the manufacturing process, federal work orders for tents and uniforms during the Civil War, mill girl life, etc.

My biggest motivation to begin research into the mills was both spiritual and familial. My grandparents uprooted their young family and planted new roots in Biddeford’s textile mills, taking up jobs as laborers, making blankets and fixing complicated machinery. They immigrated in 1960 in the hope that their children could complete high school and aspire to study at university. I’m second generation high school, and second generation university. I was always voraciously curious to learn about the place that engaged a huge chunk of their lives. The Biddeford Mills shaped and breathed life into their livelihood. Not just a dark looming wall of brick facing Main Street, but comprised of so much more than a simple exterior. “A beacon of hope” hardly captures the value the mills served to my grandparents and other families. The employees were proactive and had vision. For that reason, the Biddeford mills remained open until 2009, while other complexes fell into disrepair and neglect.

These buildings of brick are my history, and continue to be pivotal in the present. These great bones stand as a testament to the American work ethic. From 1844 to now, these buildings have seen many changes – electricity, renovations, and recently, new habitation of the space. In this way we can embrace the past, engage the present, and envision the future in these mills. All of this speaks to the resilience of the people these buildings inspire.

In addition, I wrote a French one-act for the Franco-American festival and performed it at our local City Theater and at the mill. The play addressed the disconnect between Franco-American generations, and the truths and misconceptions behind its source. Side by side with the mill tours, the play opened the lines of communication within families.  I have also been the youth liaison on the Biddeford Mills Museum’s Board of Directors since its formation in 2012.

How have your views of your hometown changed through your community work?

Everyone in my town has some connection with the mills. The mills and the “red brick wall” are embedded deep within the community’s consciousness. For years, the mills have been viewed as what “once was,” and mill veterans shared a unilateral sense of guilt for “letting the mills close,” even though corporate decisions to strip the company’s operations were out of their control.

Victoria sees a bright future for Biddeford. “There is promise for development. My neighbors feel grounded, rooted by their shared history.” (Photo courtesy of Victoria Eon)

When I first introduced the mill tours, brave strangers and family members dared to venture into the mills. And a curious thing happened. My own grandmother, once silent about her 33 years manufacturing sheets and linens at “the Pepperell,” suddenly couldn’t stop talking about her experiences in the mill.

A tidal wave of interested youth resulted in an expansion of our historical knowledge and of understanding each other. Our elders were no longer timid of sharing stories about their blue collar jobs, about the specialized technical skill they employed day in and day out that put Biddeford on the map. We welcomed youth and mill veterans – both emotionally affected by the economic and cultural inconsistencies in our town – to the table and facilitated a conversation. Now, youth and mill veterans alike are excited to go into the mill, to visit, to learn, to create!

Have my views of my hometown changed? Certainly! The youth especially are more closely connected because they have common ground in their ties to the mills. Students from a wide spectrum of ethnic and socioeconomic backgrounds can have prolonged discussions about the evolution of manufacturing and the cultural bonds between mill workers. Engaging in these conversations has brought me closer to my peers. I’m excited that they are excited, and proud that they can – at long last – feel proud of their humble roots without being asked why. I have a deep respect for the ideas youth put forth.

On a greater scale, my hometown’s views of itself have changed. It is not a dead-end at the end of the Industrial Revolution. It is not a sleepy Maine town to escape from when college-time rolls around. There is promise for development. My neighbors feel grounded, rooted by their shared history. And in turn, they are genuinely invested in fueling the momentum. They are resolutely invested in ongoing outreach projects. But the biggest positive difference: students are rooted in each other more than I’ve ever witnessed before.

What advice do you have for other students in other towns who want to get involved with improving their communities?

Find what impassions you, drives you forward, scares the living daylights out of you, and at the end of the day feels purely right. How do you currently connect to your peers, your family, your neighbors? And think, how can you build upon that connection? How can you form lasting connections? All development is founded in communication, collaboration, and passion. It only starts with one project, and adults who support and believe in your cause – give you the keys to the mill buildings and say “create” as Doug and Carolyn did for me. But you have to want to work. You have to want to enrich your community. And in the end you find yourself enriched.

Do you have plans to return home to Biddeford after college? 

Biddeford, and her mills, will always hold a special place in my heart. I always look forward to going home on break and visiting family, friends, and the old brick textile mills teeming with new life. In the big picture, I aspire to attend medical school after receiving my undergraduate degree at McGill. As a result, I could be anywhere in the next ten years, depending on where my training takes me. That said, perhaps the future involves me living in Maine again, or perhaps not. Only time will tell.

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The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Government.

Click here to watch a recording of the webinar
Click here to download the Powerpoint slides (PDF) 

Presenters:

Chione Flegal, Associate Director, PolicyLink
Danielle Bergstrom, Program Associate, PolicyLink
Ismael Diaz Herrera, Director, San Joaquin Valley Rural Development Center
Reyna Villalobos, Community Building Specialist, Central California Regional Obesity Prevention Program
Emily Saunders, Community Development Senior Project Specialist, City of Knoxville, TN

Moderator:
Brett Schwartz, Program Manager, NADO

For more information, contact Brett Schwartz at bschwartz@nado.org

The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Government.

In 1970, economist Albert O. Hirschman published Exit, Voice, and Loyalty:  Responses to Decline in Firms, Organizations, and States.  In it, Hirschman outlines what he sees as three options available to individuals ensnared in a negative or oppressive circumstance, such as feeling trapped in an unproductive job, belonging to a group that has strayed from its original principles, or living in a repressive society.  People can “exit,” that is, escape or move on without caring about the “fate of the communities whence they came.”  They can show “loyalty,” or do nothing and uphold the status quo of the situation and bear the consequences.  Or, more optimistically, people can use their “voice” and work within their circumstances to make a positive and lasting change for the better.  Cynthia M. Duncan, an expert on rural poverty and economic development, explains how this theory applies to rural communities in her book Worlds Apart:  Why Poverty Persists in Rural America, as well as in shorter articles here and here.

‘Exit’

Much of the research and literature addressing the lives of rural youth today fall into the “exit” and “loyalty” categories, where young people in rural communities either migrate away at the first opportunity, or stay behind with little or no chance to get ahead in a challenging economic environment.  The impact of the outmigration of rural youth has been well-documented, particularly by sociologists Patrick J. Carr and Maria J. Kefalas.  In a piece in the Chronicle of Higher Education in 2009, published shortly before the release of their book Hollowing Out the Middle:  The Rural Brain Drain and What It Means for America, Carr and Kefalas explain:

“The most dramatic evidence of rural meltdown has been the hollowing out – that is, losing the most talented young people at precisely the same time that changes in farming and industry has transformed the landscape for those who stay.  This so-called rural “brain drain” isn’t a new phenomenon, but by the 21st century the shortage of young people has reached a tipping point, and its consequences are more severe now than ever before.  Simply put, many small towns are mere years away from extinction, while others limp along in a weakened and disabled state.”

As rural communities and small towns face the challenges of a changing economy, much has been written about young people either migrating away or staying behind with limited economic opportunities. (Photo courtesy Flickr user .:[ Melissa ]:.)

High school students in Brownsville, PA launched a campaign to redevelop an abandoned lot in the downtown area into a community park with a stage. They have received national recognition for their work.

‘Voice’

Many of the research papers and writings cited above provide strategies for addressing rural poverty and reversing the outmigration of youth– initiatives grounded in education, workforce development, and better preparing young people for the new economy.  In the upcoming months, through this “Youth with a Voice” series, we will add to this discussion by providing place-based examples of small towns and rural communities that have been successful in proactively engaging young people and incorporating their views and ideas into local visioning, planning, and community development.  These places have rejected the concept of the “rural brain drain” and are striving to capitalize on the tremendous local resource that is their youth.

A comprehensive plan or regional sustainability plan by its very nature addresses the needs and demands of future generations.  But don’t forget, some members of those “future generations” are already here with us and many have strong opinions about the type of community they want to live in as adults.  Young people’s voices and ideas must be heard, respected, and incorporated into a community plan if the goal is for long-term sustainability, prosperity, and improved quality of life.  “Young people and their big ideas…can be legitimized by the fact that they will still be around in 40, 50, or 60 years and will inherit the results of current decisions,” notes a youth civic engagement guide from the Orton Family Foundation.  Today’s rural high school students are your region’s future business, civic, and educational leaders – but only if efforts are made to plan and develop your community into a place they will want to live in years from now.

Edcouch-Elsa High School students work with the Llano Grande Center in south Texas to map local community assets and opportunities.

Add to the Conversation!

Stay tuned for more in this series of case studies and other resources which will provide insight into rural communities that are making strong efforts to end the cycle of “sending off their good treasures.”  The communities which will be featured have recognized that an important part of the complex and multifaceted effort to encourage young people to invest in their rural communities and small towns is to listen to their needs, hopes, and dreams.

If you have worked with or know of a small town or rural region that has successfully engaged youth in planning and civic participation, contact Brett Schwartz, Program Manager, at bschwartz@nado.org or 202.624.7736 to add to the conversation.  We hope to spark a dialogue around ways to incorporate young, creative, and energetic voices into planning their communities for a better future.

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The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Housing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not necessarily reflect the views of the Government.